TEACHER-STUDENTS RELATIONSHIP AND ITS POTENTIAL IMPACT ON MATHEMATICS LEARNING

Abstract

This article portrays my lived experience and is an exploration of my pedagogical practices as a learner, as a teacher and as a facilitator focusing on the relationship between teachers and students shifting from traditional to transformative approach in teaching and learning. Based on my lived experiences as a learner from school level to higher study, and as a teacher in different places in different time, the aim of this article is to examine and explore deep settled behavioral practices and seek to change towards transformative/constructivist approach of learning and teaching in terms of teacher-student relationship to maintain quality of education for future generation in Nepal. Subscribing interpretive, critical, and postmodern research paradigms to embrace multi- paradigmatic research design, I used auto-ethnography as a fusion research methodology in this study. Further, the auto-ethnographic inquiry also helped me to examine the pedagogical, cultural and contextual learning from different perspectives as students, teachers, and researcher thereby offering space for interpretation, transformation and envisioning. I predicted that students’ active participation in learning, social and cultural enactment and transformative pedagogy promote our practice to be more meaningful, and learner centered which in turn develops a cordial relationship. My vision to develop the cordial relationship between teacher-students is focused a bit differently in this article.